Discipline Policy

Park House English School believes that learning is a continuous process and while learning is not confined to a school building, it is the primary function of the school. The school must evolve a certain set of rules and regulations to guide its participants and to facilitate the performance of this function. These rules should reflect a balance between the responsibilities and rights of the student and the responsibilities and rights of the group. They must promote an environment conducive to effective and efficient learning, mutual respect, and cooperation between and among all segments of the school community.

The PHES school discipline policy will focus on the development of self-discipline that will express itself in responsible and appropriate behaviour. The implementation of the policy will be fair, firm and consistent and all students will be made aware of the consequences of irresponsible and inappropriate behaviour. Careful evaluation of the individual situation will be made so the school’s response to the student will be appropriate. In all cases the goal of the disciplinary intervention is to help the child deal with the situation more responsibly and appropriately in the future. PHES believe self-discipline is learned behaviour and needs to be taught in the home, school and community. The child learns through experience and imitation of those around him. Discipline is a developmental process. The ultimate goal is internalisation of discipline so little external enforcement is required.

The cooperation of many people is necessary to establish and maintain a positive learning environment. Each member of the school community must assume certain responsibilities to assure the rights of all are protected. The following responsibilities are rights and are not all- inclusive, but rather relate specifically to the school discipline. The student has the right to education in an environment conducive to learning. He/she is expected to do the following:

  • Attend school and classes regularly, to arrive on time, and to fulfill to the best of his/her ability the subject objectives.
  • Understand and observe the rules of the school.
  • Recognise there are channels through which rules and conditions can be studied and questioned, and realize he/she must use those channels.
  • Participate in the development of school rules in keeping with his/her maturity.

The parent has the right to expect the school to address the learning needs of the child in an equitable way, respecting the individual differences of children. The parent has the right to be informed of the child’s progress and of areas where home/school cooperation may be needed. The parent is expected to do the following:

  • Send the child to school regularly, on time, and prepared to work.
  • Respond to communications from the school pertaining to the child.
  • Cooperate with school staff in solving behavioural problems.
  • Foster a respect for the right and property of others.
  • Understand and support the school rules and policies.

The teacher has the right to work in an atmosphere that fosters satisfaction in his/her work with the support and guidance of the Senior Leadership Team (SLT) in maintaining high professional standards. The teacher is expected to do the following:

  • Work with students so they understand the objectives of the subject and what they are expected to learn.
  • Help students realise the importance of being responsible to himself/herself and others.
  • Encourage and help the student to understand and support the rules of the school and to participate in formulating rules relating to his/her role in the school.
  • Know and enforce consistently and fairly the rules and policies of the school.
  • Use procedures appropriate for age, background, and level of maturity in dealing with students.
  • Seek conferences with parents and other personnel in an effort to help students who present behavioural problems.

The SLT has the right to expect cooperation of staff, students and parents to facilitate the fulfillment of the school’s function as an educational institution. The SLT is expected to do the following:

  • Make known and interpret to students, parents and staff the school discipline policy.
  • Implement specific plans for effective student, parent and staff participation in the formation and review of the school discipline policy.
  • Support all building personnel to maintain appropriate and effective discipline.
  • Be available for conferences with staff, students, parents and others on discipline matters.
  • Provide support for teachers in dealing with serious situations.
  • Inform teachers of administrative disciplinary action.
  • Identify the line of authority in the building when he/she is not in the building so disciplinary matters are handled as expeditiously as possible.